Made available in DSpace on 2014-12-17T14:36:35Z (GMT). No. of bitstreams: 1
JorgeAR.pdf: 589075 bytes, checksum: 352da594ffb94f91eeca4b1d976a2951 (MD5)
Previous issue date: 2007-08-09 / This work aims at studying the policies of teaching training and their impact in the actors and in the education systems of the countries in which these policies were implemented into the context of neoliberal reforms. We particularly studied these policies in three Latin America countries: Argentina, Brazil and Chile. The policies studied here are the ones implemented from the 90 s. However, the horizon of this study is at the beginning of the 80 s, period that starts one of the four intervention initiatives of education here studied: The Main Project of Education For Latin America and Caribbean (PROMEDLAC), which in 2002 goes into a new stage and it is called Regional Project of Education for Latin America and Caribbean (PRELAC), worked out by UNESCO as a request of government representatives of countries of the region, based on the suggestions of Declaration of Mexico , signed by them in 1979. These suggestions will be in the base of the other three initiatives: The Education For All (EPT); Ibero-American Conferences of Education (CIE) and The Hemisphere Action Plan of Education (PAHE), whose documents are the base to the production of an abundant legislation and normatization on education that created the parameters on which the policies of education reforms were worked out and implemented and the dynamism of our education systems from the last two decades of the twentieth century on. All these initiatives intend to work with objectives, projects and programs that, in some cases, in isolation or in groups, are under influence of their actions in a way that frequently it is difficult to identify which of them is the main responsible for some advances. It is important to stand out that not all of the suggestions produced by these initiatives were implemented as policies, and many of them to be implemented were changed in such a way that they were distorted, even they were a result of a multilateral deal, each country gave to them its own interpretation. Moreover, in all these processes the teaching entities had and keep having a fundamental role. The evidences, result of the evaluations of each initiative, show that education policies implemented produced advances in several aspects. They are still not the ideal ones, in truth, but they do exist. In relation to the teaching questions, there were and are still being implemented multiples and varied actions that did not have the expected impact in the education systems of the countries, objects of this study, but, many of them that go on, are promising and start to have a positive impact into the education systems. Even so, the teaching subject matter, even playing a central role in the agenda of all countries of the region, still represents one of the big challenges to the advance and improvement of our education systems / O presente trabalho prop?e-se um estudo da(s) pol?tica(s) de forma??o docente e seu impacto nestes atores e nos sistemas educativos dos pa?ses em que foram implementadas no contexto das reformas neoliberais. Estudamos estas pol?ticas de modo particular em tr?s pa?ses da Am?rica Latina: Argentina, Brasil e Chile. As pol?ticas aqui estudadas s?o as implementadas a partir da d?cada de 1990, entretanto, situamos o horizonte deste estudo iniciando na d?cada de 1980, per?odo em que come?a uma das quatro iniciativas internacionais de educa??o aqui estudadas: o Projeto Principal de Educa??o para Am?rica Latina e o Caribe (PROMEDLAC), que em 2002 entra numa nova etapa e passa a ser chamado de Projeto Regional de Educa??o para Am?rica Latina e o Caribe (PRELAC), elaborado pela UNESCO a pedido dos representantes dos governos dos pa?ses da regi?o, tendo como base as sugest?es da Declara??o do Mexico por eles assinada em 1979, sugest?es estas que ir?o estar na base das outras tr?s iniciativas: a Educa??o para Todos EPT; as Confer?ncias Ibero-americanas de Educa??o CIE e o Plano de A??o Hemisf?rico de Educa??o PAHE, cujos documentos t?m servido de base ? produ??o de uma abundante legisla??o e normatiza??o sobre educa??o, que criou os par?metros sobre os quais foram elaboradas e implementadas as pol?ticas que tornaram poss?vel os processos de reforma educativa e a dinamiza??o dos nossos sistemas educacionais a partir das ?ltimas duas d?cadas do s?culo XX. Todas estas iniciativas prop?em-se trabalhar com objetivos, metas, projetos e programas que, em alguns casos, de forma isolada e em outros de forma conjunta, est?o a sofrer a influ?ncia de suas a??es a ponto de, com freq??ncia, ser dif?cil identificar qual das iniciativas ? a principal respons?vel por determinados avan?os. ? importante ressaltar que nem todas as sugest?es produzidas por estas iniciativas foram implementadas como pol?ticas ou, ainda, muitas delas ao serem implementadas sofreram deforma??es que as descaracterizaram, j? que, embora resultassem de acordos multilaterais, cada pa?s deu-lhes a sua pr?pria interpreta??o. Al?m disso, em todos esses processos as entidades docentes tiveram e continuam a ter um papel fundamental. As evid?ncias, fruto de avalia??es a que tem sido submetida cada uma das iniciativas, mostram que as pol?ticas educacionais implementadas produziram avan?os em diversos aspectos. N?o s?o, ? verdade, os ideais nem os esperados, mas tem havido. Em rela??o ? quest?o docente, foram e est?o sendo implementadas m?ltiplas e variadas a??es que n?o tiveram o impacto esperado, particularmente nos sistemas educativos dos paises que serviram de espa?o emp?rico deste estudo. No entanto muitas das que est?o em andamento s?o bastante promissoras e come?am a impactar de forma positiva os sistemas educativos. Mesmo assim, a tem?tica docente, embora ocupe lugar central na agenda da totalidade de pa?ses da regi?o, ainda representa um dos grandes desafios ao avan?o e melhoria dos sistemas educacionais
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/14478 |
| Date | 09 August 2007 |
| Creators | Rodriguez, Jorge Alberto |
| Contributors | CPF:05754372434, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4763455J6, Lima, Maria do Socorro Lucena, CPF:41490797300, http://lattes.cnpq.br/1596146508437623, Ramalho, Bet?nia Leite, CPF:13604759404, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4781176H3, Castro, Alda Maria Duarte Ara?jo, CPF:18930689515, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4771492U8189, Nunes, Jo?o Batista de Carvalho, CPF:23252751349, http://lattes.cnpq.br/6334847644105045, Cabral Neto, Ant?nio |
| Publisher | Universidade Federal do Rio Grande do Norte, Programa de P?s-Gradua??o em Educa??o, UFRN, BR, Educa??o |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Format | application/pdf |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
Page generated in 0.0147 seconds